The Effect of Implicit and Explicit Types of Feedback on Learners’ Pragmatic Development

Ajabshir, Zahra Fakher

doi:10.1016/j.sbspro.2014.03.441

Cited by 6 publications

(4 citation statements)

References 22 publications

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“…With respect to the role of feedback, several studies have been conducted revolving around the implicitly and explicitness degree of feedbacks on speech acts. For example, Pre-test/post-test experimental study on the effect of metalinguistic explanation and recast (restating learner performance for self-correction) in response to refusal speech act indicated that both feedback types positively affected subcomponents of polite refusal strategies with having explicit feedback at higher statues (Ajabshir, 2014). Also another hybrid study investigated the effect instruction and feedback on speech act and pragmatic competence testing pragmatic markers using experimental pre-test/post design in explicit instruction only, explicit instruction with metalinguistic feedback, structured input instruction only, and structured input instruction with metalinguistic feedback indicating improvement in all groups.…”

Section: Introductionmentioning

confidence: 99%

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Pourmousavi

Zenouzagh

2020

Asian. J. Second. Foreign. Lang. Educ.

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The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners are in urgent need of raising their pragmatic awareness as they do not have regular access to an environment where the main language of communication is English. The major context for improving their pragmatic competence could be classroom. Thus, teachers need to cope with this issue which makes knowledge of speech acts more worthy of being dealt with. This research was an attempt to find out the effect of teacher's group feedback versus individual feedback on Iranian EFL learners' uptake of speech acts. To carry out the study, 32 pre-intermediate learners were chosen to take part based on convenient sampling through non-random grouping. To make sure that the learners were homogeneous, a Quick Placement Test (QPT) was administered before the treatment. Based on the design of the study, the learners were divided into two treatment conditions of individual and group feedback. The research was a quasi-experimental a pretest and a posttest of writing before and after the treatment to measure students' uptake of speech acts. Results of two paired-samples t-test and an independent samples t-test showed significant effect of individual feedback on learners' uptake of speech acts, while group feedback was not significant. It was also found that there was a significant difference between the effects of teacher feedback in groups vs. teacher feedback given to individual learners. The present research has significant implications. Tests can also focus more on promoting individual feedback among learners and teachers in washback effect. Teachers can also make principled decisions about the feedback condition that best boost leaner uptake in speech act.

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Section: Introductionmentioning

confidence: 99%

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Pourmousavi

Zenouzagh

2020

Asian. J. Second. Foreign. Lang. Educ.

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“…Although the investigation of the value and effect of feedback on pragmatic errors is limited (Ajabshir, 2014;Nguyen, Pham, & Nguyen, 2017), the controlled restrained findings from previous research on this issue are controversial (Khadawardi, 2021), with the latest trend resting on the implicit side in order to engage learners in cognitive problem solving and self-editing tasks (Ferris, 2002(Ferris, , 2003(Ferris, , 2004. Studies examining the effect of implicit and explicit feedback on pragmatic productions (Ajabshir, 2014;Nguyen, Pham, & Nguyen, 2017;Shirkhani & Tajeddin, 2017;Yousefi & Nassaji, 2019) concluded that, over time, implicit feedback is more helpful. A recent study investigating correction of PML failure by Vasilopoulou and Ypsilandis (forthcoming), has found that most language teachers who participated in their study claimed to handle these linguistic problems implicitly.…”

Section: ) Methods Related Considerationsmentioning

confidence: 99%

Variables to consider upon having decided to include pragmatics in the teaching of languages

Ypsilandis

2023

Journal of Language and Cultural Education

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The relationship between the systems of language and of culture has been put forward and abundantly discussed since the late 60s, given that the second influences greatly the pragmatic level of the first. This issue has been explored in various empirical and experimental studies, particularly within the area of intercultural discourse, and thereon has been well documented in various analyses investigating pragmalinguistic (PML) failure. These linguistic pitfalls have been mostly justified and explained through applying the approach of the language transfer hypothesis to show that L1 conventions are inappropriately and unsuitably transferred from the L1 to the L2. However, there is reason to feel that approaching this failure from another standpoint is due, and that doing so will contribute to increased success in the teaching and learning of languages. This text initially presents the topic by drawing on examples from various studies, and it discusses this PML aspect in the teaching of a L2: a) to disclose its role in the communication tools used between native and non-native speakers by looking at an array of different types of L1s and language teaching setups, and b) through fingering distinctions between international and minority languages under the framework of intercultural communication. Various questions are raised and discussed, across a range/variety of opposing poles (e.g. the world’s largest and most influential to less commonly taught languages, teach/not teach, explicit/implicit), in order to produce answers that would help each language teacher find their own answers to tackle and overcome problems of what to include in their teaching and how to go about it. To draw the text to an eloquent end, teaching proposals that integrate digital technologies are presented.

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“…Corrective feedback whether in explicit or implicit form are effective to make students' performance better. (Ajabshir, 2014) Those are equal with the statement that takes by the researcher from the students to strengthen the research about explicit feedback.…”

Section: Explicit Corrective Feedbackmentioning

confidence: 99%

Exploring the Implementation of Teacher’s Feedback on Students’ Speaking Skill

Rifai,

Rahman

2023

FLIP

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The background of the paper relates to the role of the teacher in the teaching and learning process as well as students as the subjects of that process. The learning and teaching process is primarily teacher-centered. The students had little opportunity to participate actively in class because the teacher constantly explained. Students felt hesitant to express their ideas as a result. They preferred to communicate in Indonesian rather than English. Additionally, they had a tendency to speak incorrectly, mispronouncing words, creating grammatical errors, and making inappropriate remarks. There are several goals for this research. The first is to identify and describe various forms of feedback from teachers on students' speaking activities. The second goal, however, is to have students speak about the reasons for giving such feedback and to explain those reasons. This study used a descriptive qualitative methodology. The research strategy that should describe and explain the phenomenon is the descriptive method. The researches' primary tools were interviews and documentation. Interviews are conducted with both the students and the English teacher who is actively involved in the educational process. However, the lesson plan for an English teacher and a photograph of a teacher in the classroom are used by the researcher as evidence. The results of this study are outside simply describing the various forms of teacher feedback used when educating students in English in the classroom. The researcher then goes on to discuss the various types of feedback that teachers can provide for their students as well as the challenges they face in doing so. The researcher also discusses the issues that students encounter while learning and teaching in relation to teacher feedback.

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The Effect of Implicit and Explicit Types of Feedback on Learners’ Pragmatic Development

Cited by 6 publications

References 22 publications

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

A comparative study of the effect of teacher’s group and individual feedback on Iranian EFL learners’ learning of speech acts in apology letter writing

Variables to consider upon having decided to include pragmatics in the teaching of languages

Exploring the Implementation of Teacher’s Feedback on Students’ Speaking Skill

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